few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Graph points on the coordinate plane to solve real-world and mathematical problems.

Make geometric constructions.

Apply trigonometry to general triangles.

Understand and apply the Pythagorean Theorem.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Apply geometric concepts in modeling situations.

Use coordinates to prove simple geometric theorems algebraically.

Explain volume formulas and use them to solve problems.

Experiment with transformations in the plane.

Classify two-dimensional figures into categories based on their properties.

Define trigonometric ratios and solve problems involving right triangles.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Analyze, compare, create, and compose shapes.

Solve real-world and mathematical problems involving area, surface area, and volume.

Reason with shapes and their attributes.

Understand similarity in terms of similarity transformations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Understand congruence in terms of rigid motions.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Visualize relationships between two-dimensional and three-dimensional objects.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Prove theorems involving similarity.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Translate between the geometric description and the equation for a conic section.

Understand and apply theorems about circles.

Prove geometric theorems.

Find arc lengths and areas of sectors of circles.
problem_activity: Warm-up
This task helps students think strategically about what kinds of transformations they might use to show two figures are congruent. Being able to recognize when two figures have either a mirror orientation or rotational orientation is useful for planning out a sequence of transformations.
Launch
Provide access to geometry toolkits. Allow for 2 minutes of quiet work time followed by a whole-class discussion.
Student Facing
All of these triangles are congruent. Sometimes we can take one figure to another with a translation. Shade the triangles that are images of triangle
\(ABC\)
under a translation.
[IMG]
Student Response
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Anticipated Misconceptions
If any students assert that a triangle is a translation when it isn’t really, ask them to use tracing paper to demonstrate how to translate the original triangle to land on it. Inevitably, they need to rotate or flip the paper. Remind them that a translation consists only of sliding the tracing paper around without turning it or flipping it.
Activity Synthesis
Point out to students that if we just translate a figure, the image will end up pointed in the same direction. (More formally, the figure and its image have the same mirror and rotational orientation.) Rotations and reflections usually (but not always) change the orientation of a figure.
For a couple of the triangles that are not translations of the given figure, ask what sequence of transformations would show that they are congruent, and demonstrate any rotations or reflections required.


correct_option_index: 11